I.

Introduction
1. Background
The main reason why games are considered effective learning aids is that "they spur motivation and
students get very absorbed in the competitive aspects of the games; moreover, they try harder at games
than in other courses" (Avedon, 1971). Naturally when playing games, students are trying to win or to beat
other teams for themselves or on the behalf of their team. They are so competitive while playing because
they want to have a turn to play, to score points and to win. In the class, students will definitely participate
in the activities. Therefore, it is possible for a teacher to introduce students to new ideas, grammar, and
knowledge and so on. As in the dictation game, students are so competitive that they want to finish first
and win. It can be clearly seen that games can capture students' attention and participation. They can
motivate students to want to learn more. Moreover, they can transform a class into a challenging one.
Another reason why games are often used in language classes is that they lower students' stress in the
classroom. In conventional classrooms, there is a lot of stress put on students trying to master the target
language. Schultz (1988) said that "...Stress is a major hindrance in language learning process. This process
[Learning language in traditional way] is by its nature time consuming and stress provoking... ... raise the
stress level to a point at which it interferes with student attention and efficiency and undermines
motivation. ..... One method has been developed to make students forget that they are in class ....relax
students by engaging them in stressreducing task (games)." There is a high level of stress in the classroom
because students have to face unfamiliar or unknown grammatical structures, words, texts and so forth.
Therefore, students often feel uncomfortable and insecure in class, which inevitably affects their ability to
learn. As a result, games can help lower their anxiety, make them feel comfortable, and want to learn
more. It is believed that when students play games, they relax and have fun. Since students know that they
are playing games and want to communicate efficiently t hey do not worry about making mistakes and do
not try tocorrect themselves in every single sentence. When students are free from worry and stress, they
can improve their fluency and natural speaking styles.

2. Research’s main aims and objectives

This research aims to know the effect of using educational games on learning a foreign language. The study
will answer the following questions:

1. Is it useful to use games in teaching English Language?

2. Do games create an interactive environment in the classroom?

3. Do games facilitate learning a foreign language?

4. Is there a relation between learning theories (Behaviorism learning theory, Cognitivism learning theory
and Constructivism learning theory- and games? Do games belong to a specific learning theory?

5. Do games encourage students to solve unstructured problems, communicate, navigate, and evaluate
and use the second language effectively?

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6. Do games encourage students to learn independently as well as work collaboratively?

7. Does the use of educational games enhance creativity; improve design skills and the ability to present
information using the second language?

8. What effect does educational games use have on students' motivation?

9. Do games influence students' achievement?

3. Scope and limitations

One of the problems in teaching strategies is that they are too abstract at all levels, especially in basic
stage. For example, children in grade 3 learn what an island is in the following way: "An island is a piece of
land surrounded by water on all sides." This is a formal definition, and as such is devoid of life, leaving
almost no space for imagination, compare it with a story told by the teacher, of someone whose boat sank
and swam to a beach, then tried to go home and wherever he went there were more beaches. This story
should be enriched by all sorts of details on what the person found, fruits, animals, and so on. It could be
accompanied by a beautiful drawing made by the teacher at the blackboard using colored chalk. The
drawing should leave space for imagination, and not contain all possible details as though it were a
photograph. In this way the children can create their own inner images, and innerly participate in the
drama felt by the hero of the story. They could create a living island in their minds. After such a story the
children would be asked to draw with crayons whatever they liked about the story (and here an element of
freedom is introduced into the classroom), thus requiring some exterior action, and not just intellectual
absorption.
The excessive abstraction in learning activities causes children to hate school and the second language too.
They simply can not identify with what they are learning, because it usually has nothing to do with reality
and their whole beings- it mostly directed at their intellects.
The simple fact that children have to sit for hours listening to what the teacher says, without doing
anything else than thinking, eventually interrupting this process by writing in their notebooks. Observe
children leaving a typical school: often one observes something like an explosion, running around, beating
each other, etc. This is an expression of their having absorbed the whole time and not having been able to
actively contribute anything. Usually classes are not balanced, in a rhythm of inspiration and expiration.
The study attempts to provide practical information for the field of teaching a second language. Both
students and teachers will get benefit and teachers may achieve all the educational outcomes through
applying the use of games in their lessons in a way that facilitate the use of the second language for the
young learners.

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II. Literature review
One useful strategy to encourage learning a foreign language is using language games. When using games
in the classroom, it is beneficial for teachers to have a complete understanding of the definitions of games,
which usually are defined as a form of play concerning rules, competition, and an element of fun. Teachers
should also consider the advantages of games: the ability to capture students' attention; lower students'
stress; and give students the chance for real communication. Lastly teachers need to assess how to use
games appropriately in the classroom. It is important to choose an appropriate time and integrate them
into the regular syllabus and curriculum. However, because of the limitations of the syllabus, games often
cannot be used, as much as they should be. Therefore, it may be challenging for teachers to try to add
some games in class in order to develop students' English proficiency of the target language.

Language learning is a hard task which can sometimes be frustrating. Constant effort is required to
understand, produce and manipulate the target Language. WellChosen games are invaluable as they give
students a break and at the same time allow students to practice language skills. Games are highly
motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful
and useful language in real contexts. They also encourage and increase cooperation. "Games are highly
motivating because they are amusing and interesting. They can be used to give practice in all language skills
and be used to practice many types of communication." (Ersoz, 2000)

Language games are not activities mainly aimed to break the ice between students or to kill time. Byrne
(1995) gave the definition to games as a form of play governed by rules. They should be enjoyed and fun.
They are not just a diversion, a break from routine activities, but a way of getting the learner to use the
language in the course of the game. Similarly, Jill Hadfield (1990) defined games as "an activity with rules, a
goal and an element of fun."

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There are a great number of language games. So teachers have a variety of choices. However, in deciding
which game to use in a particular class and which games will be most appropriate and most successful with
their students, teachers must take many factors into account.

According to Carrier (1990) teachers should first consider the level of the game to fit their students'
language level. They should choose the game that fits the purposes of that class or the content. Moreover,
teachers should consider students' characteristics: whether they are old or young, serious-minded or light-
hearted, and highly motivated to learn or not. They should also consider when the game should be used

According to Richard-Amato (1996), even though games are often associated with fun, we should not
lose sight of their pedagogical values, particularly in second language teaching. Games are effective
because they provide motivation, lower students' stress, and give them the opportunity for real
communication.

The main reason why games are considered effective learning aids is that "they spur motivation and
students get very absorbed in the competitive aspects of the games; moreover, they try harder at games
than in other courses" (Avedon, 1971). Naturally when playing games, students are trying to win or to beat
other teams for themselves or on the behalf of their team. They are so competitive while playing because
they want to have a turn to play, to score points and to win. In the class, students will definitely participate
in the activities. Therefore, it is possible for a teacher to introduce students to new ideas, grammar, and
knowledge and so on. As in the dictation game, students are so competitive that they want to finish first
and win.

It can be clearly seen that games can capture students' attention and participation. They can motivate
students to want to learn more. Moreover, they can transform a boring class into a challenging one.

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 Another reason why games are often used in language classes is that they lower students' stress in the
classroom. In conventional classrooms, there is a lot of stress put on students trying to master the target
language. Schultz (1988) said that

"...Stress is a major hindrance in language learning process. This process [Learning language in traditional
way] is by its nature time consuming and stress provoking... ...
raise the stress level to a point at which it interferes with student attention and efficiency and undermines
motivation. ..... One method has been developed to make students forget that they are in class .... relax
students by engaging them in stressreducing task (games)."
There is a high level of stress in the classroom because students have to face unfamiliar or unknown
grammatical structures, words, texts and so forth. Therefore, students often feel uncomfortable and
insecure in class, which inevitably affects their ability to learn. As a result, games can help lower their
anxiety, make them feel comfortable, and want to learn more. It is believed that when students play
games, they relax and have fun. Since students know that they are playing games and want to
communicate efficiently they do not worry about making mistakes and do not try to correct themselves in
every single sentence. When students are free from worry and stress, they can improve their fluency and
natural speaking styles.

Next, students learn without realizing that they are learning (Schultz, 1988.) For instance, when playing
a game called "What Would You Do If?" students will have to pick one hypothetical question from those
that they have written in a box. They might get a question like "What would you do if a lion came into this
classroom?". Next they have to pick one answer that they have written before. The answer they get may
be "I would be a fly.". Usually the question and the answer they get do not match each other, so students
have to use their own imaginations to explain their bizarre answer, and everyone has fun listening to it.
The explanation might be "If a lion came into this classroom, I would be a fly because I am a good person,
so an angel would come and rescue me by turning me into a fly." While trying to explain, students do not
worry too much about grammar mistakes because they want to communicate and to explain why it can
happen. Apart from having fun, students do not worry about errors and punishment; moreover, they will
learn a grammatical rule and have a chance to use it. Thus, they learn unconsciously-learn without realizing
they are learning. Students stop thinking about language and begin using it in a spontaneous and natural
manner within the classroom (Schutz, 1988.)

Another advantage is increasing students' proficiency. Playing games in the classroom can enormously
increase students' ability in using language because students have a chance to use language with a
purpose in the situations provided. Hadfield (1990) confirms that "games provide as much concentrated
practice as a traditional drill and more importantly, they provide an opportunity for real communication,
albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word."
Like in a traditional classroom, students have an opportunity to drill and practice using grammatical rules
and other functions.

On the other hand, Lee mentioned that there is a common perception that all learning should be
serious and solemn in nature and that if one is having fun and there is hilarity and laughter, then it is not
really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the
same time. One of the best ways of doing this is through games.

There are many advantages of using games in the classroom:

1- Games are a welcome break from the usual routine of the language class.
2- They are motivating and challenging.
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 3- Learning a language requires a great deal of effort, games help students to make and sustain the
effort of learning.
4- Games provide language practice in the various skill-speaking, writing, listening and reading.
5- They encourage students to interact and communicate. 6- They create a meaningful context for
language use.

In a research paper done by Mei and Yu-jing they said that Games are fun and children like them.
Through games children experiment, discover, and interact with their environment. Through playing
games, students can learn English the way children learn their mother tongue without being aware they
are studying; thus without stress, they can learn a lot even shy students can participate positively. They
point how to choose a game.

• A game must be more than just a fun.

• A game should involve "friendly" competition.
• A game should keep all of the students involved and interested.
• A game should encourage students to focus on the use of language rather than on the
language itself.
• A game should give students a chance to learn, practice, or review specific language
material.

According to a survey by Pew Research Center (USA) in 2017, 43% of American adults surveyed said that
they often play video games. Among teenagers, the rate is higher, with 97% of boys and 83% of girls
playing games on all devices. In which the most popular games are puzzle (62%), strategy (62%) and
exploration (49%).
Online gaming has been shown to be beneficial in enhancing intellectual skills such as spatial vision,
reasoning, and memory. In addition, researcher Nagygyorgy et al. found that 16% of gamers play
professionally, meaning they earn money by participating in tournaments or demonstrating how to play
games on online platforms.
However, excessive online gaming (also known as online game addiction) will cause many undesirable
consequences. Nagygyorgy et al found that 10% of players spend more than 42 hours per week in the
game. According to a survey of children in Singapore, 9% of children play games excessively. Excessive
immersion in the virtual world makes players forget about the real world. They can play many hours a day,
even neglecting personal hygiene, avoiding meeting people around and devoting themselves to playing
online games. This fact led the World Health Organization (WHO) to include “Gaming Disorders” as a

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behavioral addiction in the latest edition of the International Statistical Classification of Diseases and
Related Health Problems. (ICD-11).

Students may wish to play games purely for fun. Teachers, however, need more convincing reasons.

Teachers need to consider which games to use, when to use them, how to link them up with the syllabus,
text book or programmed, and how, more specifically, different games will benefit students in different
ways. The key to a successful language game is that the rules are clear, the ultimate goal is well defined
and the game must be fun. A dissertation was written on the role of word games in second language
acquisition second language pedagogy, motivation and ludic tasks, the study attempted to determine the
role of word games and student motivation in the second-language classroom environment; and to
compare games with more traditional practices as effective learning tools.

The games were selected for their adherence to principles of task-based instruction and communicative
approaches to pedagogy. Results of the quantitative analysis showed that one game yielded results that
lent support to the hypotheses that drive this study. Namely, learners who play certain types or word
games will be more motivated to learn than learners who use more traditional activities; that games
enhance the classroom environment, create a sense of community and enhance the learner / teacher
relationship. Results for the remaining three games did not support the hypotheses. Those games yielded
negative results concerning word games in pedagogy. The learners described those games as boring and
pointless, learners stated that word games should not be integral part of the curriculum, and they sensed
that their peers did not enjoy the games. However, results showed that having fun and creative activities,
are highly valued. The qualitative analysis was more favorable for all four games. Together, the data
(quantitative and qualitative) suggest that word games may be motivating and effective, provided they are
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sound academically fun, competitive, closely linked to material being studied and timely. Otherwise,
learners do not enclose the use of games enthusiastically, (Ojeda, 2004)

The use of innovative educational games in the classroom can increase enthusiasm and reinforce
previously presented didactic information. It is also a positive, interactive alternative method of teaching
and information sharing. In addition, team learning and active peer-to-peer instruction are strongly
reinforced by educational games. (Bailey, 1999)

Games increase students' involvement, motivation, and interest in the material and allow the instructor to
be creative and original when presenting topics. (Odenweller, 1998). Games also challenge students to
apply the information, thus allowing them to evaluate their critical thinking skills. They create a challenging
constructively competitive atmosphere that facilitates interaction among students in a friendly and fun
environment. (Patil, 1993)

The results of the experimental group's studies have shown that the game has a good effect on improving
achievement at the primary stage and creating an interactive environment. The use of games in teaching
English has increased students' attention and motivation, and the use of games is very useful. The game
creates a rich, interactive and stimulating environment for students.

According to the many research there are many positive but also a few negative aspects of videogames.
Personally, I think there's a fine line between enjoying and also benefiting from gaming and being
obsessive, which can be extremly harmful.Obviously it's great to have a hobby that you enjoy and can also
improve your health and life in general, but especially gaming is sometimes very addictive. And addictions,
in every form, are very dangerous.

But of course this only happens to very few people, so in general I would say, that videogames are fun to
play and can additionally improve your life. So just try to remember that this imaginary world isn't real life
and then you should be fine.

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